[PDF] MTSS & The 4-Step Problem Solving Process

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MTSS & The 4-Step Problem Solving Process

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MTSS & The 4-Step Problem Solving Process

Judy Elliott, Ph.D.

Former Chief Academic Officer Los Angeles Unified School District jelliott@4edulead.com

Summit on School Climate and Culture

August 8

th 2016
Ø Explore the 4 - Step Problem Solving process as a critical backbone of MTSS

The single greatest determinant of learning is not socioeconomic factors or funding levels is instruction.

A bone-deep, institutional acknowledgement

of this fact continues to elude us.

Schmoker, 2006

Critical Components of MTSS

5 MTSS & the Problem-Solving Process Academic and Behavior Systems

Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings.

Problem-Solving is the Engine That Drives Instruction and Intervention It is the MOST Critical Skill A Leader Can Possess

K. Leithwood, 2007

Problem Solving Process: Levels of Implementation 7

Evaluate

Did it work? • Response to Instruction & Intervention

Problem Analysis

Why is the goal not being attained? • Validating Problem • Identify Variables that contribute to Problem • Hypotheses/Data Collection

Define the Problem. Identify the goal

• What do we want students to know and be able to do ?

Implement Plan

What are we going to do about it? • Implement as Intended • Progress Monitor • Modify as Necessary

Problem Solving Process

Steps in the Problem-Solving Process

1. Define the Problem (What is the Goal?) • Determine the gap or difference between the expectation and what is actually occurring in terms of student performance or behavior

2. Problem Analysis

(Why is it occurring)? • Hypothesize possible root causes • Analyze supplemental data to support or refute each hypothesis • Validate whether your hypothesis is true based on the additional data 3. Implement Plan (What can be done to solve it?) • Select the intervention(s) or strategies that will address the problem • Develop and implement the plan with fidelity

4. Evaluate

(Did it work?) • Collect and use school-wide, small group, and individual student data to determine if the plan is working to address the problem • Progress monitor and modify, if necessary • Evaluate the response: good, questionable, poor

9

Steps in the Problem-Solving Process

1. Goal Identification

- Identify replacement behavior - Data- current level of performance - Data- benchmark level(s) - Data- peer performance - Data- GAP analysis 2. Analysis - Develop hypotheses (brainstorming) - Develop predictions/assessment

Problem Identification

0204060801001201400123456789101112

Current Level of Performance Benchmark Peers

Problem Identification

0204060801001201400123456789101112

Current Level of Performance Benchmark Peers

Problem Identification

0204060801001201400123456789101112

Current Level of Performance Benchmark Peers

Step 2 Problem Analysis (Why is it occurring?)

- Develop root cause hypotheses - Using data validate or invalidate hypotheses Developing a Hypothesis involves... • Answering: Why isn't the goal being attained? • Identifying possible root causes • Analyzing and validating supplemental data to support or refute each hypothesis

Developing a Hypothesis

Developing informed statements about why the desired behavior(s) are not occurring.

Example: The (desired behavior) is not occurring

because...

39% of students are not passing Math I

because...

Develop Hypothesis

I C E L

Instruction

(strategies, pacing, etc.) Curriculum (order, materials, etc.)

Environment

(schedule, group size, culture, etc.)

Learner

Testing Hypotheses using... ICEL by RIOT Matrix

Test and Validate Hypotheses

Freshman office referrals are high because teachers are not directly teaching the skills on the school-wide behavior matrix. Even though grade 9 scores on the ELA benchmark indicate some growth, students are not showing accelerated growth because classroom behaviors detract from consistent delivery of instruction. The 10

th

grade benchmark scores are low because the pacing guides do not include all standard assessed for the benchmark.

Environment Instruction Curriculum

Happy High School

-7%-5%-7%-9%89%92%

SchoolGradua)onTrendandDistrictGoals

Happy High School

40%50%-0%70%80%90%100%

Happy High School

9 th

GradeData

CourseFailures39%

(1ofmoreF's) -1% (NoF's)

GPA22%

(Lessthan2.0) 78%
(2.0orGreater)

A]endance17%

(Lessthan95%) 83%
(95%orGreater)

Happy High School

45%47%37%39%

MathInterven)on(Elec)ve)

27%21%23%27%

English9

14%8%12%14%

WorldHistory

13%9%15%13%

Problem Identification

39% of students become off-track in 9

th

grade due to course failures. The mathematics content area resulted in the greatest percent of course failures for 9

th grade students.

39% of students become off-track in 9

th

grade due to course failures. The mathematics content area resulted in the greatest percent of course failures for 9

th grade students.

The problem is occurring because _____________ .

Happy High School

39% of students become off-track in 9

th

grade due to course failures. The mathematics content area resulted in the greatest percent of course failures for 9

th grade students.

Hypothesis

teacher and student relationships do not support or encourage participation or academic risks excessiveabsenteeismduring1

st period insufficient instruction is not maintaining high levels of student engagement the grading policy is not implemented consistently in all classes school-wide classroom behavior expectations are not well defined and taught teachers do not implement high yield instructional practices

The problem is occurring because _____________ .

Model: Happy High School

OBSERVE: Conducted Walkthrough

0%24%13%13%-%27%0%

Step 3: Develop & Implement Plan (What can be done to solve it?)

• Select the intervention(s) or strategies that will address the problem and meet the goal • Develop and implement the plan with fidelity

Fidelity = Sufficiency + Support

Interventions

• What will be done?

• Who will do it? • When will it be implemented and for how long? • What data will be collected to monitor

intervention on student performance • How often will the data be reviewed?

Principles of Intervention Design

Interventions should be designed to

adjust what is being taught and/or how it is taught.

Principles of Intervention Design

Intervention is...

• Explicit- strategy/instruction to be used are specified clearly (What, who, when, where, how long) • Focused on instructional environment- actions taken to modify the environment not the individual • Operationalized - target behavior that is observable and measureable, includes conditions and criteria for success (how know effective?) • Interventions must be linked to Tier 1 focus, materials, performance criteria

Criteria for Interventions

• Evidence-based

• Delivered with Integrity • Implemented for Sufficient Time • Evaluated Frequently • Integrated Across Tiers

Plan Development

Lots of different formats, but some critical elements needed

Plan Development Description of Intervention & Expected Outcomes Tier 1 2 3 Implementation Frequency (How Often): Amount of Time (Duration): When: Who: Support Who: How Often: Description/Type: Data Collection Type: Frequency: Review Dates: Expected Performance on Review Dates: Responsible Party: Review: Data: Decision: Positive Questionable Poor Next Steps

Step 4: Evaluate (Did it work?)

• Collect and use school-wide, small group, and individual student data to determine if the plan is working to address the problem/goal • Progress monitor and modify, if necessary • Evaluate the response to intervention: Good, Questionable, Poor

Evaluating the Effectiveness of Intervention

• Is the intervention evidence-based?

• How "intense" is the intervention? • What can we "expect" the intervention to do? • Was the intervention implemented as

planned? • How effective is the intervention with students from similar and different backgrounds?

Good, Questionable, Poor RtI

Decision Rules: What is a "Good" Response to Intervention? • Positive Response - Gap is closing - Can extrapolate point at which target student(s) will "come in range" of target--even if this is long range - Level of "risk" lowers over time • Questionable Response - Rate at which gap is widening slows considerably, but gap is still widening - Gap stops widening but closure does not occur • Poor Response - Gap continues to widen with no change in rate.

Performance

TimePositive Response to Intervention

ExpectedTrajectoryObservedTrajectory

Decision Rules: Linking RtI to Intervention Decisions • Positive

• Continue intervention with current goal • Continue intervention with goal increased • Fade intervention to determine if student(s)

have acquired functional independence. Decision Rules: What is a "Questionable" Response to Intervention? • Positive Response - Gap is closing - Can extrapolate point at which target student(s) will "come in range" of target--even if this is long range • Questionable Response - Rate at which gap is widening slows considerably, but gap is still widening - Gap stops widening but closure does not occur - Level of "risk" remains the same over time • Poor Response - Gap continues to widen with no change in rate.

Performance

TimeQuestionable Response to Intervention

ExpectedTrajectoryObservedTrajectory

Decision Rules: Linking RtI to Intervention Decisions • Questionable

- Was intervention implemented as intended? • If no - employ strategies to increase implementation

integrity • If yes - - Increase intensity of current intervention for a

short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

Decision Rules: What is a "Poor" Response to Intervention? • Positive Response - Gap is closing - Can extrapolate point at which target student(s) will "come in range" of target--even if this is long range • Questionable Response - Rate at which gap is widening slows considerably, but gap is still widening - Gap stops widening but closure does not occur • Poor Response - Gap continues to widen with no change in rate. - Level of "risk" worsens over time

Performance

TimePoor Response to Intervention

ExpectedTrajectoryObservedTrajectory

Happy High School Evaluating Intervention Plan

- Was the H 0

Confirmed?

The difference between expected and current

levels of performance in Common Core Math I exist because insufficient instruction is not maintaining high levels of student engagement

- Was intervention/instruction effective for students? - Do you have clear direction for intervention revision?

PercentageofAlg1StudentsEngaged/Passing

EngagedPassing

Happy High School Step 4: Evaluate Response to Instruction

Step 4: Did it Work?

Why Problem Solving Matters...

Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.

Fullan

National Resources to Support District and School MTSS Implementation • www.floridarti.usf.edu

• www.florida-rti.org • www.nasdse.org • www.rtinetwork.org • www.rti4success.org

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